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Full text of "Annual Evaluation Report Fiscal Year 1984"

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II,    RESPONSE TO GEPA 417(a)  (Continued)

o To fund programs proposing to certify bilingual teachers in science,
math, and educational technology.

o To fund short- or long-term institutes to improve the skills of parents
and other participants in carrying out their responsibilities in
programs of bilingual education.

B.    Progress and Accomplishments;

o Approximately 15 percent of the grants funded projects to certify bi-
lingual teachers in science, math, and educational technology during
FY 1984.

o Twelve projects were funded to improve the skills of parents and
others in carrying out their responsibilities in programs of bilingual

C.    Costs, Benefits, and Effectiveness

Students Served: FY 1984 awards totaled $14 million for 13b undergrad-
uate and graduate training projects. An additional $2 million was
awarded for 12 short-term training institutes. During FY 1984, 369
fellowships were awarded at 33 institutions of higher education, totaling
$3.5 million.

Teacher Availability. The number of limited-English-proficient (LEP)
students of school-age is one of the critical factors to consider in
attempts to estimate the need for teachers of LEP children. Another
factor is the type of LEP students who need to be served. Until the
results of the 1980 Census and 1982 English Language Proficiency Survey
have been analyzed, valid estimates cannot be made.

Program Effectiveness:    No new information is available.

D.    Plans for Program Improvement and Recommendations for Legislation:

The budget policy for 1984 continued efforts begun in 1983 to streamline
and focus the bilingual education training programs. Reductions were
made through (1) phasing out the Fellowship and Schools of Education
programs, (2) reducing the short-term training institutes programs,
and (3) removing State education agency training from the Training
Projects Program and placing it in the SEA assistance program under
Support Services.

The Schools of Education and the Fellowship programs have contributed
successfully to increasing the number of doctoral students and graduates
in bilingual education and have developed capacity in institutions of
higher education in 26 States. Because of this capacity, the Department
now believes that training resources should be targeted to inservice
and bachelor degree-level training.en accepted for enroll-